Nuevos contextos de educación y representación de la cultura popular y de las minorías étnicas: Los museos y su función educadora. // New educational contexts of popular culture and ethnic minorities: museums and their educational function.
Bibliographic record
Abstract
(ES) La expansión de los museos en Europa se desarrolló a lo largo del siglo XIX como fenómeno cultural. Pero durante el siglo XX, y en diferentes lugares del mundo, la función de ciertos museos fue evolucionando y especializándose con el objetivo de potenciar su función como elemento de contribución a los procesos de transformación social para la dignificación de la cultura de los pueblos. Desde entonces, el museo como institución entró a formar parte de los procesos educativos no formales, generalizables a las clases más populares aportando nuevas claves sobre el debate de qué es, o qué aspectos de la cultura, hay que exponer en los museos, y sobre todo de qué manera deben exponerse para tener un fin didáctico educativo o una misión de "concienciar conciencias" desde el punto de vista de la educación popular, a partir de un proceso integral de investigación participativa. El objeto de este trabajo es dar a conocer, en primer lugar, la evolución del museo como sistema de representación de los bienes patrimoniales, así como su interpretación a lo largo del siglo XX. Para ello se destaca una muestra de algunas experiencias del panorama mundial (Canadá, Ecuador). En segundo lugar se da a conocer la importancia que la nueva museología ha tenido en la defensa del reconocimiento de la diversidad cultural, con la exposición de dos realidades museísticas concretas. En último lugar se pretende reflexionar sobre la importancia de la relación entre los bienes culturales y la educación, centrándonos en el papel de los museos y en las relaciones que existen entre la educación patrimonial y su papel en la construcción de identidades sociales. // (EN) The Europe-wide expansion of museums took place during the 19th century as a cultural phenomenon created by and for the middle classes. But the function of certain specific museums was evolving around the world during the 20th century and focusing on a dual target. On the one hand, such museums were conceived as places to research, protect, safeguard, and disseminate the cultural heritage of more specific contexts (that is the case of ethnological museums, museums of history of education, museums of ethnic minorities, etc.). Since then, museums as institutions became part of non-formal education processes, extending to popular classes and contributing with new keys to the discussion on what culture is, which aspects of it should be exhibited and the way such exhibitions should be held, with the objective of reaching an educational and didactic purpose, or a mission a processs of a mentally arrange of consciences from a point of view of popular education and from an integral education of participative investigation. The object of our paper is to show the evolution of museums as a system of cultural heritage representation and interpretation during the 20th Century. To do so, first we provide a sample of the world-wide panorama, such as Canada or Ecuador. Second, we depict the relevance of the new museology in the defence of the cultural diversity showing two concrete museums actions. Last, we discuss about the relationship between cultural heritage and education, focusing on the role of the museums as constructive elements of social identities.
Fetched live from OpenAlex and de-inverted. Abstracts are not stored in this database: the inverted indexes are 8.6 GB of the frame’s 9.3 GB of text, and the host has 13 GB free.
How this classification was reachedexpand
Full frame distilled prediction
Teacher imitationNot calibrated prevalence, not ground truth. Human validation pending. Learned from the 10,348 direct Codex labels and 10,348 direct Gemma labels. Candidate is the union of thresholded teacher heads; consensus is their intersection. These outputs are machine_predicted_unvalidated and are not human labels or direct frontier model labels.
Codex and Gemma teacher scores by category
| Category | Codex | Gemma |
|---|---|---|
| Metaresearch | 0.002 | 0.002 |
| Meta-epidemiology (narrow) | 0.001 | 0.001 |
| Meta-epidemiology (broad) | 0.001 | 0.000 |
| Bibliometrics | 0.001 | 0.000 |
| Science and technology studies | 0.001 | 0.002 |
| Scholarly communication | 0.004 | 0.003 |
| Open science | 0.002 | 0.000 |
| Research integrity | 0.001 | 0.001 |
| Insufficient payload (model declined to judge) | 0.039 | 0.000 |
Machine scores (provisional)
The two teacher heads of the student model, read on this work. A score orders the frame for review; it never asserts a category, and the validation status ships verbatim with every row.
Baseline scores from an immature model (maturity gate not passed, 7 training rounds). Scores rank; they never assert a category.
score_only:v0-immature-baseline · verbatim from the scoring run: score_only means the number may rank works, and no category label ships from itClassification
machine, unvalidatedMachine predicted; a candidate call from one teacher head, not a consensus.
How this classification was reached, model by model and score by score, is at the end of the page under "How this classification was reached".